PATHWAYS INTO A SCIENTIFIC ELITE: THE SOCIAL ORIGINS, SCHOOLING AND UNIVERSITIES OF FELLOWS OF THE ROYAL SOCIETY BORN FROM 1900

We report on continuing research on the British scientific elite, intended to illustrate a proposed new approach to elite studies, and based on prosopographical data on Fellows of the Royal Society born from 1900. We extend analyses previously reported of Fellows’ social origins and secondary schooling so as to take their university careers into account. The composite term ‘Oxbridge’ is called into question, as Cambridge appears historically to have been far more productive of members of the scientific elite than Oxford. However, Fellows from more advantaged class backgrounds do have a clearly higher probability than others of having attended Cambridge, Oxford or London, rather than universities outside of ‘the golden triangle’ – an outcome only partially mediated through private schooling. The ‘long arm’ of family of origin is thus apparent, although private schooling has been more important in helping Fellows from managerial rather than from professional families to gain entry to an elite university. Family influences on Fellows’ fields of research also remain, even though a further major factor is the universities they attended. A ‘royal road’ into the scientific elite, which Fellows from higher professional and managerial families have the highest probability of having followed, can be identified: that leading from private schooling to both undergraduate and postgraduate study at Cambridge. But the most common pathway, taken by 20% of all Fellows, is that leading from state schooling to undergraduate and graduate study at universities outside of the golden triangle. Fellows from higher professional, but not managerial, families show a distinctively high probability of having avoided this pathway; but it is that most common for Fellows of all less advantaged class origins. The case of the British scientific elite would suggest that detailed and disaggregated analyses of processes of elite formation can show these to be much more diverse than has often been supposed.

An Objective Measure of Patellar Tendon Thickness Based on Ultrasonography and MRI in University Athletes

Ultrasonography and MRI are used for imaging evaluation of patellar tendinopathy, and “thickening of the tendon” is known as one of the characteristic findings. However, there are no evidence-based quantitative criteria to help evaluate this phenomenon. The purpose of this study was to investigate an objective measure of patellar tendon thickness. Patellar tendon thickness was evaluated in 65 elite university athletes using both ultrasonography and MRI. The relationship between tendon thickness and clinical patellar tendinopathy was investigated, and the cutoff value of the tendon thickness was calculated. Of the 129 knees included in the analysis, clinical patellar tendinopathy was found in 16 knees (12.4%). The proximal patellar tendon was significantly thicker in athletes with clinical patellar tendinopathy on both ultrasonography (8.3 mm vs. 5.1 mm; p < 0.001) and MRI (9.9 mm vs. 5.5 mm; p < 0.001). Setting the cutoff value to a thickness of >7.0 mm was an accurate predictor of clinical patellar tendinopathy (ultrasonography: sensitivity 81.3%, specificity 95.6%; MRI: sensitivity 100%, specificity 89.4%). Both ultrasonography and MRI measurement of the proximal patellar tendon thickness reflected the presence of clinical patellar tendinopathy. Defining “thickening of the patellar tendon” as thicker than 7.0 mm on both ultrasonography and MRI therefore has clinical significance.

Big fish in a big pond: Peer effects on university students’ academic self-concept

The big-fish-little-pond effect (BFLPE) has been proved by numerous studies. However, few researchers have focused on university students, particularly gifted students in elite universities (big fish in the big pond). This study adopted a two-level linear model to discuss the BFLPE on talented students in an elite university through a longitudinal survey involving two waves ( n = 1073). The results indicated that peer achievements had negative effects on the ASC of competent students in the elite university. Additionally, student–faculty interactions and university support had remarkable effects on ASC, despite students’ personal achievements. This study contributes toward enriching the BFLPE research framework and encouraging more researchers to focus on university students’ ASC, not limited to intelligent students in elite universities. Furthermore, the study provides an example of minimal research for building hierarchical linear models. Finally, the findings of the study can help elite students build a positive ASC in elite universities.

Privilege and Disadvantage in Education

This book review explores The Privileged Poor: How Elite Colleges are Failing Disadvantaged Students by Anthony Abraham Jack, which offers a fascinating look at the diverse experiences of low-income students at an elite university.

Gender, Language, and Community: GALE SIG Forum

The JALT GALE SIG Forum examined the conference theme of community with a focus on gender. Sara Schipper highlighted some of the struggles female students face at an elite university in Japan and offered implications for educators. Antonija Cavcic examined linguistic discrepancies between male and female politicians’ use of gairaigo (loan words) during the early stages of the Covid-19 pandemic in Japan. Sachi Komai presented a literary approach to the theme focusing on the Japanese novel, Out (1997, translated 2003), written by Natsuo Kirino. JALT GALE部会では、今大会のテーマである「コミュニティ（共同体）」について、ジェンダーの観点から発表が行われた。本稿はフォーラムに参加した三名の発表内容をまとめたものである。Schipperは、日本の名門大学に入学した女子学生が直面する困難に焦点をあわせ、そこからどのような教育現場への示唆が見えてくるかを検討した。Cavcicは、COVID-19の流行初期段階に日本の政治家が使用した外来語について、男性政治家と女性政治家の間にどのような差異があったかを検証した。駒居は、桐野夏生の小説『OUT』を取りあげ、本フォーラムのテーマに対する文学的なアプローチを行った。

Class Incorporated: Stratified Patterns of Academic Engagement at a Highly Selective University

This research examines the influence of social class stratification on students’ self-reported academic engagement. Drawing from 44 interviews with students from the three major class groups at an elite university, we show how social class patterns academic engagement. We analyze academic engagement along the following four domains: strategies for academic achievement, beliefs in personal ability, connections to academics, and the alignments between academic activities and career plans (Wang and Castenada-Sound, 2008). Counterintuitively, compared to both upper class and students from the lower class, middle-class students reported the lowest levels of academic engagement. We discuss possible explanations for these non-linear findings. We conclude by recommending that our traditional conceptions of academic engagement need to take social class into account, and further, that policy makers consider scaffolding for all non-upper class students within elite spaces.

Experiences of first-generation scholars at a highly selective UK university

Targets set by the UK Office for Students require highly academically selective UK universities to enrol a greater percentage of students identified as least likely to participate in higher education. Such students are typically at a disadvantage in terms of levels of academic preparedness and economic, cultural and social capital. Drawing on eighteen interviews with first-generation students at Durham University, we identify five sites of pressure: developing a sense of belonging within the terms of an elite university culture, engagement in student social activities, financial worries, concerns about academic progress, and self-transformation. Based on these insights, we argue that support for first-generation scholars will require that universities recognise and redress elitist cultures that discourage applications from prospective first-generation scholars and prevent those who do enrol from having the best educational and all-round experience.